Title: Considerations when Using RTI Models with Culturally and Linguistically Diverse Students
1Considerations when Using RTI Models with
Culturally and Linguistically Diverse Students
- Janette Klingner
- University of Colorado at Boulder,
- National Center for Culturally Responsive
Educational Systems
2Response to Intervention Models
- In the newly reauthorized IDEA, eligibility and
identification criteria for LD have changed
614(b)(6)(A)-(B) - When determining whether a child has a specific
learning disability - The LEA is not required to consider a severe
discrepancy between achievement and intellectual
ability. - The LEA may use a process that determines if a
child responds to scientific, research-based
intervention as part of the evaluation.
3Response to Intervention Models
- Some critical issues we will discuss
- What should research-based interventions at the
first and second tiers look like for culturally
and linguistically diverse students? - What counts as research? We need to find out not
only what works, but what works with whom, by
whom, and in what contexts. - What should the RTI model look like for
culturally and linguistically diverse students?
4Response to Intervention A Three-tiered Model
- Intensive assistance,
- as part of
- general education
- support system
Research-based instruction in general education
classroom
51st Tier
- Research-based instruction at the first tier is
for all students and consists of explicit
instruction in - phonological awareness,
- the alphabetic principle (letter-sound
correspondence), - fluency with connected texts,
- vocabulary development, and
- comprehension.
62nd Tier
- The second tier is only for those students who do
not reach expected benchmarks using a
progress-monitoring assessment instrument such as
the DIBELSthe Dynamic Indicator of Basic Early
Literacy Skills. - Students receive additional intensive support in
small groups or individually. - This support is provided within general
education. - Students may receive this additional support in
their classrooms or in a different setting.
7 3rd Tier
- Students who continue to struggle are then
provided with a third tier or level of assistance
that is more intensive. It is this third tier
many would consider to be special education.
8Critical Issues
- The RTI model presumes that if a child does not
make adequate progress with intensive
research-based instruction, he or she must have
an internal deficit of some kind. - How do we ensure that the child has in fact
received culturally responsive, appropriate,
quality instruction? - As with earlier identification criteria, this
model must be based on students having received
an adequate opportunity to learn.
9What Do We Mean by Research-based?
- The RTI model is based on the principle that
instructional practices or interventions at each
level should be based on scientific research
evidence about what works. - However, it is essential to find out what works
with whom, by whom, and in what contexts
One size does not fit all.
10Reflection Discussion
- What does it mean when we say a practice is
research-based? What assumptions do we make? - How do we account for language and culture when
designing interventions, conducting research, and
generalizing findings? - What kinds of questions do we need to ask as
researchers and / or consumers of research?
11What Counts as Research?
- We promote a broader view of what counts as
research and what sorts of empirical evidence are
relevant to complex issues that involve culture,
language, social interaction, institutions, and
cognition (Gee, 2001). - This is particularly important as we move to RTI
models.
12What Counts as Research?
- We value qualitative and mixed methods approaches
able to answer questions about complex phenomena
that help us - understand essential contextual variables that
contribute to the effectiveness of an approach, - increase our awareness of implementation
challenges, and - provide information about the circumstances under
which and with whom a practice is most likely to
be successful.
13What Counts as Research?
- Much can be learned by observing in schools and
classrooms where culturally and linguistically
diverse students excel as readers.
14High-achieving first grade classrooms included..
- a positive, cooperative classroom environment,
with much reinforcement of students - excellent classroom management
- explicit instruction in word-level,
comprehension, and writing skills - frequent experiences with high-quality literature
and students engaged in a great deal of actual
reading
(Pressley, Allington, et al., 2001 Pressley,
Wharton-McDonald et al., 2001)
15The most effective 1st grade teachers.
- made sure students were involved in tasks matched
to their competency level, and accelerated
demands on students as their competencies
improved - carefully monitored students and provided
scaffolded support - encouraged students to self-regulate and
- made strong connections across the curriculum and
with students lives experiences.
16Research-based Interventions What Works With
Whom, By Whom, and In What Contexts?
- These issues of population validity and
ecological validity are essential if research
results are to be generalized - yet frequently
seem to be ignored. - Experimental research studies tell us what works
best with the majority of students in a research
sample, not all students.
17With Whom?
- When deciding if a practice is appropriate for
implementation as part of an RTI model, it should
have been validated with students like those with
whom it will be applied. - Although the National Reading Panel report did
not address issues relevant to second language
learning (2000, p. 3), the reports conclusions
are commonly cited as support for Reading First
initiatives for all students.
18With Whom?
- Research reports should include information
about - the language proficiency, ethnicity, life
experiences (e.g., socio-economic, specific
family background, immigration status) - Data should be disaggregated to show how
interventions respectively might differentially
affect students from diverse backgrounds.
19With Whom?
- When research studies do not include culturally
and linguistically diverse student populations,
or fail to disaggregate data based on important
variables, what does this say regarding the
researchers assumptions about what matters, who
counts, and what works? - English language learners are often omitted from
participant samples because of their limited
English proficiency. - Yet language dominance and proficiency are
important research variables and can affect
treatment outcomes. - Leaving students out of studies limits the
external validity and applicability of such
studies, especially for teachers who have ELLs in
their classes.
20By Whom?
- On-going analyses of general education classrooms
should be an essential component of RTI models. - School personnel should first consider the
possibility that students are not receiving
adequate instruction before it is assumed they
are not responding because they have deficits of
some kind.
21By Whom?
- We must observe in classrooms and note the
- Quality of instruction
- The relationship between a teacher and students
- How culturally and linguistically diverse
students are supported - How the teacher promotes interest and motivation
- What do we conclude about students opportunities
to learn?
22By Whom?
- Is the teacher
- skilled in effective intervention and assessment
procedures for culturally and linguistically
diverse students? - knowledgeable about the importance of culture in
learning? - knowledgeable about second language acquisition,
bilingual education and English as second
language (ESL) teaching methods? - Does the teacher
- have the attributes of culturally responsive
teachers? - build positive, supportive relationships with
students? - work well with students families and the
community? - help most culturally diverse students succeed to
high levels? - collaborate well with other professionals?
23In What Contexts?
- It is essential to examine school contexts when
implementing RTI models. - A student can be considered at-risk at one time
and not at another, in one class but not in
another, and in one school but not in another
(Richardson Colfer, 1990). - Are there culturally diverse children in some
schools who respond favorably to an intervention
and comparable culturally diverse children in
another school who do not respond as well?
24In What Contexts?
- Variations in program implementation and
effectiveness across schools and classrooms are
common (see the First Grade Studies for a classic
example, Bond Dykstra, 1967). - What is occurring when this happens?
- Is it the program, the teachers implementation,
or the school context? - What is it about the system that facilitates or
impedes learning? - Schools are dependent on larger societal
influences that should not be ignored.
25 In What Contexts?
- To conclude that failure resides within students
when they do not progress with a certain
intervention, and then move them onto the second
or third tier in an RTI model or decide they
belong in special education without considering
other factors is problematic.
26Revised RTI Model
- Intensive assistance,
- as part of
- general education
- support system
Referral to a Child Study Team or Teacher
Assistance Team
Culturally responsive instruction in general
education classroom
27 1st Tier
- The foundation of the first tier should be
culturally responsive, quality instruction with
on-going progress monitoring within the general
education classroom. - We see this first tier as including two essential
components - (a) research-based interventions, and
- (b) instruction by knowledgeable, skilled
teachers who have developed culturally responsive
attributes
28Culturally Responsive RTI Model
- In their teacher education programs, as well as
through ongoing professional development,
teachers should become familiar with - instructional strategies linked to academic
growth for culturally and linguistically diverse
students, - the language acquisition process and the unique
needs of ELLs, and - assessment procedures for monitoring progress,
particularly in language and literacy. - Teachers need to know if their interventions are
effective and how to adjust instruction for
students who do not seem to be responding.
29Culturally Responsive Literacy Instruction
- What does it mean to provide culturally
responsive literacy instruction? - All practice is culturally responsivebut
responsive to which culture(s)? - Culture is involved in all learning.
- Culture is not a static set of characteristics
located within individuals, but is fluid and
complex.
30Culturally Responsive Literacy Instruction
Includes explicit instruction in phonological
awareness, the alphabetic code, fluency,
vocabulary development, comprehension strategies.
Includes frequent opportunities to practice
reading with a variety of rich materials in
meaningful contexts.
Emphasizes cultural relevance and builds on
students prior knowledge, interests, motivation,
and home language.
31- But, culturally responsive instruction goes
beyond these basic components. In conceptualizing
culturally responsive literacy instruction, we
draw upon Wileys (1996) framework for working
with diverse students and families - accommodation,
- incorporation, and
- adaptation.
32Accommodation requires teachers and others to
have a better understanding of the communicative
styles and literacy practices among their
students and to account for these in their
instruction.
- Literacy learning begins in the home, not the
school instruction should build on the
foundation for literacy learning established in
the home (Au, 1993, p. 35). - Several qualitative studies have shown that, even
in conditions of substantial poverty, homes can
be rich in print and family members engage in
literacy activities of many kinds on a daily
basis.
33Incorporation requires studying community
practices that have not been valued previously
and incorporating them into the curriculum.
- We must not assume that we can only teach the
families how to do school, but that we can learn
valuable lessons by coming to know the families,
and by taking the time to establish the social
relationships necessary to create personal links
between households and classrooms (Moll, 1999,
p. xiii). - Teachers and parents need to understand the way
each defines, values, and uses literacy as part
of cultural practices--such mutual understanding
offers the potential for schooling to be adjusted
to meet the needs of families (Cairney, 1997, p.
70).
34Adaptation involves the expectation that children
and adults must acculturate or learn the norms of
those who control the schools, institutions, and
workplace.
- Culturally and linguistically diverse parents
want to give their children linguistic, social,
and cultural capital to deal in the marketplace
of schools, but are unsure how to go about doing
this. - When schools fail to provide parents with
factual, empowering information and strategies
for supporting their childs learning, parents
are even more likely to feel ambivalence as
educators of their own children (Clark, 1988,
p. 95).
35- Wileys framework can be used as a backdrop for
helping us think about culturally responsive
literacy instruction and RTI models. - It is not enough to implement isolated
evidence-based interventions. - Instructional methods do not work or fail as
decontextualized practices, but only in relation
to the socio-cultural contexts in which they are
implemented.
36Reflection Discussion
1st Tier
- What should the first tier look like for
culturally and linguistically diverse students? - Who should be responsible for making sure
students are receiving opportunities to learn at
the first tier? - What can you do in your role to make sure Tier 1
includes culturally responsive instruction?
37 2nd Tier
- When students have not made adequate progress
when taught using appropriate, culturally
responsive methods, a second tier of intervention
is warranted. - This tier is characterized as providing a level
of intensive support that supplements the core
curriculum and is based on student needs as
identified through progress monitoring.
38 2nd Tier
Reflection Discussion
- What should Tier 2 look like for culturally and
linguistically diverse students? - Should Tier 2 interventions be individualized or
the same for ALL learners at the Tier 2 level? - Who should provide Tier 2 interventions, with
what preparation? - Where should interventions take place?
- What funds should be used to provide these
services?
393rd Tier
- This phase starts with a referral to a Teacher
Assistance Team or a Child Study Team. - This step should overlap with the second tier
(i.e., the provision of intensive support should
not stop for a referral to begin).
403rd Tier
Reflection Discussion
- What aspects of the traditional referral process
should be kept? What needs to be changed? - Who should be on the TAT or CST or other team?
For what purpose? What should be the role of the - Classroom teacher? Parent?
- Special education teacher? Psychologist?
- English language acquisition specialist?
- 3. How should response to intervention data be
used? - 4. What further assessments should be done at
this level? - 5. What additional data should be collected?
413rd Tier
- The make-up of the team should be diverse and
include members with expertise in culturally
responsive instruction, and, if appropriate,
expertise in English language acquisition and
bilingual education.
42Data-based Decision-Making
3rd Tier
- Teams should determine how to alter the support a
student has been receiving and develop specific
instructional objectives based on student
performance and other data. - An important role for the team should be
observing the student in her classroom as well as
in other settings.
43 4th Tier
- In the model we propose, this tier would be
special education. - The hallmark of instruction at this level is that
it is tailored to the individual needs of the
student, and is even more intensive than at
previous tiers.
44RTI Models Represent a New Beginning
- We are encouraged by the potential of RTI models
to improve educational opportunities culturally
and linguistically diverse students. - RTI models represent a new beginning and a novel
way of conceptualizing how we support student
learning along a continuum rather than
categorically.
45Need for Ongoing Dialogue about Critical Issues
- At the same time, we are concerned that if we do
not engage in dialogue about critical issues, RTI
models will simply be like old wine in a new
bottle, in other words, just another
deficit-based approach to sorting children. - It is our responsibility to make sure this does
NOT happen.
46Closing thoughts
- What would an effective RTI model for culturally
and linguistically diverse students look like? - How will we know when we have succeeded?
47Related Readings
- Klingner, J. K., Edwards, P. (2006). Cultural
considerations with response-to-intervention
models. Reading Research Quarterly, 41, 108-117. - Klingner, J.K., Bianco, M. (2006). What is
special about special education for culturally
and linguistically diverse students with
disabilities? In B. Cook B. Schirmer (Eds.),
What is special about special education? Austin,
TX PRO-ED. - Klingner, J. K., Sorrells, A. M., Barrera, M.
(in press). Three-tiered models with culturally
and linguistically diverse students. In D.
Haager, S. Vaughn, and J. Klingner (Eds.),
Validated reading practices for three tiers of
intervention. Baltimore, MD Brookes.
48For more information
- Janette Klingner
- University of Colorado at Boulder
- School of Education
- 249 UCB
- Boulder, CO 80309-0249
- E-mail Janette.Klingner_at_Colorado.EDU